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4th Grade Rocks & Minerals Unit Curriculum Standards 3.1.a 3.1.b 3.1.c 3.1.d I Can Statements Unit Objective: I can identify the basic properties of minerals and the three types of rocks: igneous, sedimentary, and metamorphic. Describe the differences between minerals and rocks. I can tell you the differences between minerals and rocks. Observe rocks using a magnifying glass and draw shapes and colors of the minerals. I can observe rocks using a magnifying glass and then draw the shapes and colors of the minerals I see. Sort rocks by appearance according to the three basic types: sedimentary, igneous, and I can sort rocks into the 3 basic types metamorphic (sedimentary: rounded-appearing mineral and rock particles that are (sedimentary, igneous, and metamorphic) by how cemented together, often in layers; igneous: with or without observable crystals that are they look. not in layers or with or without air holes or glasslike; metamorphic: crystals/minerals, often in layers) Classify common rocks found in Utah as sedimentary (sandstone, conglomerate, shale), I can tell you if common Utah rocks are igneous (basalt, granite, obsidian, pumice), and metamorphic (marble, gneiss, schist - mica) sedimentary, igneous, or metamorphic rocks. Vocabulary: Minerals: inorganic solids that occur naturally in Earth’s crust and are usually made of 2 or more elements. They have a definite crystal structure. Sedimentary: rocks formed as sediment settles in layers Igneous: rocks formed from magma Metamorphic: rocks formed when other rocks are changed through heat and pressure Rocks & Minerals Unit Plan Day Obj. Lesson/Activity 1 Make sure students have taken the pretest for this unit before beginning. Introduction video: Bill Nye – Earth’s Crust o Near the beginning, after he uses bread as an example, Bill shows a model of the Earth and gives information about each layer. Pause after each layer to let students take notes on p. 1 of their packet – Inside Our Earth. They can write down what it is made of, temperature, etc. o The middle of the video talks about volcanoes and geysers, but at about 13:00, Bill talks about Tectonic Plates and how they work. o The end of the video talks about mining for sapphires and earthquakes and how they make scientists think the core of the Earth is solid. Notes/Materials Give pretest Copy packet for the unit Set up video 2-3 3.1.a 3.1.b 4-5 3.1.b 3.1.c 3.1.d 6-7 3.1.b 3.1.c 3.1.d 8-9 3.1.b 3.1.c 3.1.d Intro. Minerals: Definition and basic properties (properties – shiny/dull, metallic/nonmetallic, magnetic/nonmagnetic, transparent/translucent/opaque, color, soft or hard, etc.) focus on the ones they will see in rocks o Minerals (video on Wendy’s computer) is somewhat slow, but has great information about what minerals are and their properties. o Look at mineral samples and record information on p. 2 in the packet o May want to show students the Periodic Table of Elements Minerals in Utah – discuss and look at map in packet (p. 3) Mock Rocks: Use actual or cookies o Have students complete the activities on p. 4 in their packet Discuss how this mock rock is like a real rock made of minerals Igneous Rocks – focus on how they look, properties, examples o Discuss how they are made – students draw on p. 5 and record info about the igneous rocks o Students study igneous rocks from the rock kits: Using the definition on the Igneous page (p. 5) in their packets, they find and draw the correct rock. They can also label characteristics of the rock. o PowerPoint - tells characteristics of igneous rocks and shows great pictures of the different igneous rocks. o Crystal-Growing Experiments (if time/needed) – recipes/instructions are on the signs/bags – these take a few days but make sure to discuss and how it takes time for larger crystals to grow. Sedimentary Rocks o Discuss how they are made – students draw on p. 6 and record info about the sedimentary rocks o Students study sedimentary rocks from the rock kits: Using the definition on the sedimentary page (p. 6) in their packets, they find and draw the correct rock. They can also label characteristics of the rock. o PowerPoint - tells characteristics of sedimentary rocks and shows great pictures of the different sedimentary rocks. o Do activities with clay to demonstrate layers and mixing with gravel to make a conglomerate. Metamorphic Rocks o Discuss how they are made – students draw on p. 7 and record info about the metamorphic rocks (Limestone to Marble; Granite to Gneiss; Mica to Schist) o Students study metamorphic rocks from the rock kits: Using the definition on the metamorphic page (p. 7) in their packets, they find and draw the Materials: Mineral Samples; Mock rocks or cookies with several ingredients; magnifying glasses May want to grow crystals throughout the unit to show slow vs. fast cooling. Materials: Student and Teacher Rock Sets – Igneous Rocks, magnifying glasses, Crystal Experiment bags with instruction signs, foods to melt, hot plate, cold pan, something to keep food warm Materials: student and teacher rock sets – Sedimentary Rocks; magnifying glasses, clay sticks, fish aquarium gravel Materials: student and teacher rock sets – Metamorphic Rocks; magnifying glasses, clay sticks, paper and crayons/pencils 1011 3.1.b 3.1.c 3.1.d 12 1314 15 3.1.d 3.1.c correct rock. They can also label characteristics of the rock. o PowerPoint - tells characteristics of metamorphic rocks and shows great pictures of the different metamorphic rocks. o Clay – squish for heat and pressure o Do activities for showing how one rock is changed into another Classifying Rocks o Students use pictures of common Utah Rocks and other rock samples to complete p. 8 in their packets. They can use the reference sheet on p. 9 to help them. Sci-ber Site – What Kinds of Rock Am I? has pictures where you choose the type based on appearance Rock Cycle: Discuss and fill out organizer (if haven’t already) on p. 10 o Students complete Rock Recycle Wheel (p. 11) – discuss o http://www.learner.org/interactives/rockcycle/diagram.html (good model online with a little more detail than ours – click on complete the cycle - red) Complete Study Guide Use: Be a Rock Hound (p. 12) as a type of assessment to see if students can match the type of rock to the description Post Test Copy Rock Cards (and number); copy the top page of the Rock Hounds activity Materials: rock kits, scissors, glue Set up computer if you are going to use the Sci-ber site Copy the top of the wheel Set up computer if you want to show the online rock cycle model Materials: Brads Copy Study Guide Copy the top page of the Rock Hounds activity; scissors/glue Copy Post Test – use real rocks or pictures of rocks to help students Shared Reading Possibilities: Rock Songs – The Rock Cycle and Out of the Rock Rock Cycle Song (to Row, Row, Row Your Boat) Classifying Rocks Rocks and Minerals Books: Jenn has several Wendy has the team books The Guided Reading Library also has several – big books, smaller, etc. Other Resources Available: If Rocks Could Talk section is cute, but it has deformed conglomerate which is a metamorphic that we don’t use http://www.amnh.org/education/resources/rfl/web/earthmag/look/index.htm This site shows rocks being made through simple animations – it’s okay, but not great http://www.childrensmuseum.org/geomysteries/faqs.html On this site, you can test rocks virtually. There are only a few rocks, but it tests for wear, floating, permeability, split, etc. Kind of fun. http://www.bbc.co.uk/schools/scienceclips/ages/7_8/rocks_soils.shtml